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Enhancing Technical Skills Assessments with Portfolios in Missouri CTE Programs

Explore the implementation of portfolios as an additional measure for Technical Skills Assessments in Missouri's CTE programs, aligned with industry standards and Perkins requirements. Learn about the benefits, challenges, and outcomes of this approach.

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Enhancing Technical Skills Assessments with Portfolios in Missouri CTE Programs

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  1. Portfolios Increasing Perkins TSA Data in Missouri Patricia Meyer, STLCC - CTE Perkins Sr. Project Associate Kristie Davis, DESE Office of College & Career Readiness

  2. Core Indicator of Performance “Student attainment of challenging career and technical skill proficiencies, including student achievement on technical assessments that are aligned with industry-recognized standards, if available and appropriate.” [Section 113.b2(B)]

  3. State perkins plan Technical Skills Assessments must be: • Produced by a Third Party • Approved by State • Administered End-of-Program • Based on Industry-Recognized Standards • Used “If available and appropriate”

  4. Local Considerations

  5. The CTE Clan at stlccRaised Questions • Staying true to local curriculum • Usefulness of standardized format • Validity of content • What if not “available and appropriate?”

  6. Local Curriculum Discussion • Time to Administer • Alignment with curriculum • Validity of results • Cost factor

  7. RULERS attend to concerns

  8. Task Force assembled • Purpose of TSA • Expectations of Portfolio’s • Who, What ,When, Where, Why, and How

  9. Task Force Outcomes

  10. Criteria • Rigor and Relevance • Reflects industry-recognized standards • Measures technical skill proficiency • Consistency in evaluation

  11. Defining an Acceptable Portfolio Proposal • Meet Perkins Requirement • Consistent • Program Autonomy

  12. Identifying Key Components

  13. Program description • Name of Program • Abstract • Industry Standards

  14. Portfolio Justification Rationale for Portfolio vs. Other Assessments

  15. Rigor How is the Rigor of the Program reflected in the Portfolio?

  16. Evaluators • Three-person panel • Local industry leaders

  17. Defined Rubric

  18. Developing an Application Process

  19. From Paper to practice Implementation of Portfolio Use

  20. Format Guests Evaluation STLCC Invitation:Come to BioTech Trial Run

  21. Applications Rubrics Timing Issues Pilot Year Experiences

  22. Pilot Year Experiences (cont’d) • Outside Evaluators • Planning • Agenda • Student Performance

  23. Information Reporting Architectural Technology Digital Media Early Care and Education Horticulture Interior Design Microcomputer Applications Program Participation

  24. Reflections

  25. Lessons Learned • Plan early • Secure enough evaluators • Give information (maybe even portfolio’s) to evaluators to review ahead of time • Ensure training is provided to the evaluators

  26. STLCC CTE develops an implementation guide: Guidelines Deadlines KeepingTrack of Things at the Local Level

  27. Increased Data

  28. Why Do It? • Benefits • Community Involvement • Brings industry to the facility • Industry can see first hand the knowledge and skill of students leaving the program • Student experiences • Exposure to potential employers • Communication experience similar to job interview • Ability to showcase talent

  29. Reality Check Accountability measures will always be with us

  30. Assess with Purpose Using Portfolios to meet the end-of-program assessment is a great way to: • Assess what is taught • Demonstrate Technical Skill Attainment • Increase our data • Showcase student achievement

  31. Questions?

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